First Grade - Unit 6 Around The World In A Glass Slipper
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SHARED READING BLOCK: ONE-HOUR PER DAY FOR EXPLICIT INTEGRATED CORE INSTRUCTION (20 MINUTES OF THIS BLOCK SHOULD BE FOCUSED ON THE JSD PHONICS/WORD STUDY SCOPE AND SEQUENCE)
GUIDED READING BLOCK: ONE-HOUR PER DAY FOR EXPLICIT LEVELED INSTRUCTION
WRITING BLOCK: ONE-HOUR PER DAY FOR WRITING WITHIN THE THREE GENRES OF WRITING (WRITING SHOULD BE TIED TO INTEGRATED CORE INSTRUCTION TAUGHT IN SHARED READING) |
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For Standards and Objectives which must be taught throughout the school year, in each unit |
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Essential Questions |
“I Can” Statements & Assessments |
Instructional Activities |
Lesson Resources |
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1. How can I use narrative texts to gather information about the world?
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This means I can compare and contrast the adventures and experiences of characters in literature.
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-ask and answer questions to help determine or clarify the meaning of words and phrases in a text
-identify the author’s point of view and who is telling the story at various points in a text
-compare and contrast the adventures and experiences of characters in multiple versions of a story from different cultures
–participate in collaborative conversations with diverse partners, following the agreed upon rules for discussion, about Cinderella Around the World
-build on each others’ talk in discussions by responding to the comments of others through multiple exchanges
- use frequently occurring adjectives
-identify words and phrases in stories or poems that suggest feelings or appeal to the senses
-compare and contrast people from around the world
-understand and write opinions
-understand and write narratives
-understand and write informative/explanatory pieces
-participate in shared research and writing projects |
Cinderella Play –travelling to 7 continents
Cinderella Around the World PowerPoints Cinderella Around the World Activities UEN’s UEN’s Culture of Character (Cinderella)
Compare and Contrast Two Versions
Additional Activities and Suggestions
Shared Informative/Explanatory Writing
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2. What skills are needed to read first grade texts?
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This means I can understand and use knowledge of multiple-meaning words/ phrases, sentence-level context clues, regular and irregularly spelled words, affixes, verbs, adjectives, conjunctions to clarify the meaning of unknown words |
-clarify meaning of unknown and multiple meaning words and phrases
-understand and use conjunctions in writing
-use context as a clue to the meaning of a word or phrase
-understand that affixes change the meaning of words
-use a variety of adjectives to intensify meaning in speaking and writing
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Little Penguin’s Tale & Opinion Writing
word choice focused on adjectives |
Utah Core Standards: Social Studies
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Enduring Understanding: Students will use geographic tools to demonstrate how symbols and models are used to represent features of the school, the neighborhood, and the real world. |
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Essential Questions |
“I Can” Statements & Assessments |
Instructional Activities |
Lesson Resources |
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3. What are geographic terms and tools and how are they used?
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This means I can use a compass and compass rose to locate cardinal directions. |
-read first grade level texts with accuracy, appropriate rate, and expression on successive readings
-use a compass to locate cardinal directions
-identify the compass rose and cardinal directions on a map and on a globe.
-read and spell regular and irregular first grade words
-distinguish “shades of meaning” of verbs in texts and songs
-recognize, understand, and use a map or a globe |
Suggested Texts for Maps and Globes
Vocabulary-(compass, cardinal directions, north, south, east, west, compass rose, map, globe)
Map Shared Reading and Writing a Bio Poem
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4. What features appear on maps and globes?
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This means I can identify features on maps and globes and write an informative/explanatory text about maps. |
-identify the key and legend on a map and understand the corresponding symbols
-identify Utah and the United States on a variety of maps and on a globe
-identify the equator, the North Pole and the South Pole
-identify the similarities and differences between two (or more) texts about continents
-create an informative/explanatory text about maps with a topic, facts, and some sense of closure
-reading on level texts with accuracy, appropriate rate, and expression on successive readings
-have students participate in a discussion using agreed-upon rules for discussion about what they are learning |
Features- title, symbols, scale, orientation
Vocabulary- (key, legend, landmarks, North Pole, South Pole, equator)
Equator, North Pole, South Pole
Continents of the Globe lesson
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Utah Core Standards: Science
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Enduring Understanding: Students will gain an understanding of Physical Science through the study of the forces of motion and the properties of materials by analyzing changes in the movement of non-living things. |
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Essential Questions |
“I Can” Statements & Assessments |
Instructional Activities |
Lesson Resources |
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6. What are the changes in move-ment of non-living things?
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This means I can describe, classify and communicate observations about the motion (push and pull) of objects. |
-discuss, explain, and write an informative/explanatory paragraph about the movement (push and pull) of non-living things
-participate in group discussions, follow agreed-upon rules for discussions, and building on others comments
-observe and explain how non-living things move
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Vocabulary- straight, zigzag, circular, curved, back‐and‐forth, and fast or slow.
How can a non-living object move?
This is a Lesson on Force and Motion This is a Lesson on push and pull plus other ideas
Teacher ideas on Force and Motion A collection of activities about motion and others |